scholarly journals Evaluation of the Impact of Revised MBBS Curriculum: View of Intern Doctors

2017 ◽  
Vol 6 (1) ◽  
pp. 3-6
Author(s):  
Abu Syed Md Mosaddek ◽  
Waheeda Nargis ◽  
Borhan Uddin Ahamed ◽  
Most Fahmida Begum ◽  
Shahin Ara ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Evaluation System ◽  
Public And Private ◽  
Course Content ◽  
The Impact ◽  
Present Pattern ◽  
Medical Colleges ◽  
Internship Training

Background: Undergraduate medical education is part of a continuum of education and training.Objective: This study was carried out to explore the views of intern doctors regarding the current undergraduate medical curriculum.Methodology: A partially descriptive open ended questionnaire was distributed among intern doctors of both public and private medical colleges in Bangladesh and was returned by 663 intern doctors.Results: Most of the participants (94%) suggested for changes in overall existing MBBS curriculum. However, they were satisfied with present pattern of administration test, present course content, duration, evaluation system and internship training. Majority of intern doctors did not experienced any difficulty in different phases. The study also reveals that most participants were in favor of 'Carry on' system and against the concept of pre-medical education.Conclusion: Student's evaluation may prove useful if analyzed further to overcome the shortcomings of existing MBBS curriculum.J Shaheed Suhrawardy Med Coll, June 2014, Vol.6(1); 3-6

scholarly journals Views of Medical Educators and Intern Doctors on the Existing MBBS Curriculum

2014 ◽  
Vol 3 (1) ◽  
pp. 8-11
Author(s):  
Abu Syed Md Mosaddek ◽  
Waheeda Nargis ◽  
Borhan Uddin Ahamed ◽  
Md Zakirul Islam ◽  
Habib S Chaudhury ◽  
...  
Keyword(s):  
Medical Education ◽  
Qualitative Analysis ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Training System ◽  
Public And Private ◽  
Undergraduate Medical Curriculum ◽  
Medical Educators ◽  
Medical Colleges ◽  
Internship Training

This study was carried out to get an idea about the views of medical educators and intern doctors regarding the current undergraduate medical curriculum. A partially descriptive open ended questionnaire was distributed among teachers of all three phases and intern doctors in undergraduate curriculum in different public and private medical colleges in Bangladesh and was returned by 120 teachers and 663 intern doctors. Qualitative analysis of data was done. Among teachers 70% agreed to need for changes, 68.4% were in favor of present internship training system and 85% were against ‘carry on’ system. But 94% and 51% of intern doctors were in favor of need changes of curriculum and present internship training respectively. 91% were against ‘carry on’ system. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18589 Bangladesh Journal of Medical Education Vol.3(1) 2012: 8-11

The Status of Medical Informatics in Canadian Medical Schools

1989 ◽  
Vol 28 (04) ◽  
pp. 323-326
Author(s):  
D. Protti
Keyword(s):  
Information Technology ◽  
Medical Education ◽  
Educational Policy ◽  
Medical Informatics ◽  
American Association ◽  
Medical Curriculum ◽  
Specific Instruction ◽  
The Status ◽  
The Impact ◽  
Medical Colleges

Abstract:Many have suggested that information technology in its various forms will continue to have an effect on all aspects of medicine, including medical education. If so, the introduction of information technology into medicine brings with it critical educational policy questions. This paper reports on the findings of an inquiry into the impact of information technology on medical education. It reviews the extent to which Canadian and American medical colleges have adopted the 1985 recommendations of the American Association of Medical Colleges. In particular, it looks at the recommendations that “medical informatics should become an integral part of the medical curriculum” and that “the teaching of medical informatics should include opportunities for specific instruction in its fundamentals as well as adequate examples of its application throughout the medical curriculum".

scholarly journals Opinion of policy makers regarding the need of 'global accreditation' of undergraduate medical education in Bangladesh

2017 ◽  
Vol 7 (2) ◽  
pp. 9-16
Author(s):  
Suraya Begum ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Health And Safety ◽  
Accreditation Body ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Key Informants ◽  
Global Standards ◽  
Long Time ◽  
Medical Colleges

Accreditation of undergraduate medical education has been practicing worldwide in developed and developing countries. Fundamental ideas of this program is to ensure incorporation of ongoing global developments, evidence based scientific study and maintenance of minimum basic standard in education for population health and safety. WHO and WFME have been addressing for global standards in medical education and global accreditation of medical institutes for long time. Worldwide many countries have been responded to this call of global accreditation of medical colleges and medical education with their own context and experiencing benefits This exploratory cross sectional study has been conducted during the period of july-2014 to june-2015 to explore the opinion from key informants of medical education and views from young medical graduates. Data were collected from twenty one in-depth interviewee. Key informants stressed the necessity of an autonomous constitutional national independent accreditation body, faculty development and teacher evaluation, basic minimum resources in all listed medical colleges. Study recommended to accelerate the activities to establish national accreditation body for undergraduate medical education which will make way to achieve global accreditation in Bangladesh in coming future.Bangladesh Journal of Medical Education Vol.7(2) 2016: 9-16

scholarly journals Expectation of students from their teachers in undergraduate Medical Education in selected Medical Colleges in Bangladesh

2014 ◽  
Vol 3 (1) ◽  
pp. 12-17
Author(s):  
Md Abdus Sabur Miah ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Instructional Materials ◽  
Interpersonal Relation ◽  
Cross Sectional ◽  
One Year ◽  
Clinical Departments ◽  
Teaching Time ◽  
Medical Colleges

Introduction: An important aspect in higher education consists in improving the quality of students outcomes. Infact, different factors influence these outcomes. Among these factors are the quality of teaching, material used and at the students' expectation of the institution. Part of this perception is reflected in what students expect from their teachers. It is fact that students' performance depends on teachers' exigencies, teachers' perception of students' expectations and how the teachers fit with these expectations. Methodology: It was a cross sectional type of descriptive study. Conducted in 3 medical colleges for one year (July 2012 to June 2013) with the aim to find out the expectations of students from their teachers in undergraduate medical education in Bangladesh. The total respondents were 353 students selected by convenience sampling from preclinical, para clinical and clinical departments of those medical colleges. Pre-tested, self administered, structured anonymous using English & Bengal, Questionnaire, with Likert scale was used for data Collection. Comparison of expectation level between male & Female students, among the medical colleges were done by applying unpaired test. Results: 353 medical students of three selected medical colleges participated in this study. Among them 52% were female & 48% were male and 94% were Muslim and 6% were Hindu. There were 30 statement on students' expectations. Respondent expressed their views as expected and highly expected in all the statements. Regarding teaching, Teacher will be sincere, knowledgeable, will conduct class with adequate preparation. Punctual, teaching time will be used properly and will give explanation & example for better understandings' 92-97% students expressed their view as expected and highly expected. In interpersonal relation & in using modern instructional materials by the teachers 92-98% students expressed expected and highly expected. It is revealed that expectation on this 30 statement, students expectations are very high. So it is significant to address these issues by the teachers and administrator. Conclusion: It is revealed in the study that expectation of students from the selected three Medical Colleges were similar and no significant variations were found, students started their journey in Medical education with some expectation but all expectations which might not be perfect. But the students' expectation which they had in the study was the reflection of all the students of under graduate medical education in Bangladesh. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18590 Bangladesh Journal of Medical Education Vol.3(1) 2012: 12-17

Undergraduate Medical Education towards Health for All: Progress, Pitfalls, Perspectives

1992 ◽  
Vol 5 (1) ◽  
pp. 17-31
Author(s):  
Antonio C. M. Carvalho
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Undergraduate Medical Education ◽  
Poor Quality ◽  
Sources Of Information ◽  
Community Based ◽  
Community Based Education ◽  
Primary Health ◽  
The Impact

I discuss aspects of undergraduate medical education related to primary health care and analyse innovative programmes, with emphasis on problem-based methods and community-based education. Assessing the impact of these programmes shows problem-based learning is an interesting didactic exercise but not a necessary or sufficient condition for the adequacy of programmes to the Health for All (HFA) policy. Community-based education is pressed by several obstacles inside and outside educational institutions that put at risk its effectiveness as a real agent of change. Amongst these obstacles are political difficulties in building linkages amongst teaching institutions, services, and community; logistical problems in facilitating faculty and student work in the community; reactions from faculties; poor research opportunities in primary health care; pressures for more socially, professionally, and economically rewarding careers; biases in training the present generation of teachers; attempts to fulfil the social, behavioural, epidemiological, and preventive knowledge requirements for medical education by adding to an already overloaded information base; and shortage of relevant and significant sources of information for the medical students. Building corporations representing ‘innovative’ programmes, on one side, and ‘conservative’, ‘traditional’ ones, on the other, is not helpful and probably false. Each Programme should be assessed in its strength and weaknesses in the light of political decisions committed to change in unequal, poor-quality health systems.

scholarly journals More than Just Soup: Use of a Student-Led COVID-19 Social Pediatrics Initiative to Propose the Integration of Social Medicine Electives in Undergraduate Medical Education

2020 ◽  
Vol 7 ◽  
pp. 238212052097321
Author(s):  
Jennifer Daccache ◽  
Michel Khoury ◽  
Charlene Habibi ◽  
Susan Bennett
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Intervention Group ◽  
Social Medicine ◽  
Learning Objectives ◽  
Control Group ◽  
Social Pediatrics ◽  
The Social ◽  
Innovative Solution ◽  
The Impact

Introduction: The need to educate medical students on the social forces shaping disease and health patterns is paramount in preparing incoming physicians with the aptitudes to address health inequities. Despite its well-documented merit as a model of practice, social medicine remains underrepresented at the undergraduate medical education level. We hypothesize that the success of this student-led COVID-19 initiative proposes a tangible and innovative solution to address the lack of social medicine exposure in undergraduate medical education. Methodology: We sought to evaluate the impact of sustaining clinical learning during the pandemic using the social pediatrics model as a didactic vector for clerkship students. We extracted learning objectives relevant to the teaching of social medicine from the Royal College of Physicians and Surgeons of Canada’s CanMEDS framework and developed a survey aimed at evaluating the attainability of each of those objectives. The survey was distributed to students enrolled in the social pediatrics COVID-19 initiative after 6 weeks (April-May), as well as a control group. Results: Completing the survey were 19 students from the University of Ottawa Faculty of Medicine, 7 in the intervention group and 12 in the control group. Students that participated in the social pediatrics initiative yielded significantly higher values for the achievement of 6 out of 9 social medicine learning objectives when compared to the control group. Although the values followed a similar trend for the remaining 3 objectives, favoring the intervention group, they were not statistically significant. Conclusion: The positive results from this study and the COVID-19 student-led initiative template can serve as a catalyst for curricular change so as to ensure graduates are adequately trained to contend with the realities of the social landscape in which they will practice. Future plans include the incorporation of interactive social medicine experiences throughout all 4 years of medical school.

scholarly journals Influence of undergraduate medical education exposure to cadaveric dissection on choice of surgical specialty: a national survey of Canadian surgical residents

2021 ◽  
Vol 64 (2) ◽  
Author(s):  
Tyler McKechnie ◽  
Jeremy E. Springer ◽  
Aristithes G. Doumouras ◽  
Travis Schroeder ◽  
Cagla Eskicioglu ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Likert Scale ◽  
Training Methods ◽  
Cross Sectional Survey ◽  
Surgical Specialty ◽  
Cadaveric Dissection ◽  
Surgical Residents ◽  
First Choice ◽  
The Impact

Background: The number of Canadian Residency Matching Service (CaRMS) applicants ranking surgical specialties as their first choice has declined over the past 20 years; concurrently, there has been a reduction in the number of hours spent teaching undergraduate medical education (UGME) anatomy, particularly with cadaveric dissection. The aim of this study was to determine the factors that most influence selection of a surgical specialty, with specific focus on the impact of UGME anatomy training. Methods: A 36-item cross-sectional survey was designed by experts in medical education and distributed to all current surgical residents in Canada in October 2018. Responses were recorded on a 5-point Likert scale or by means of list ranking. We analyzed univariable outcomes with a t test for continuous outcomes and the χ2 test for dichotomous outcomes. Results: Of 1493 surgical residents, 228 responded to the survey (response rate 15.3%). Respondents reported experiences on core rotations and elective rotations, and access to a mentor as the most important factors in deciding to pursue a surgical residency. Anatomy training with or without cadaveric dissection was moderately influential in respondents’ first-choice CaRMS discipline (mean Likert scale score 2.97 [standard deviation (SD) 1.34] and 2.87 [SD 1.26], respectively). General surgery residents’ CaRMS applications were more likely to have been influenced by UGME anatomy training than the applications by residents in other surgical specialties (p < 0.001). The impact of UGME anatomy training did not vary between postgraduate years or between male and female residents. Conclusion: Canadian surgical residents’ decision to apply to a surgical specialty did not seem to be strongly influenced by their UGME anatomy training, with or without cadaveric dissection, but, rather, by factors such as clinical experience and surgical mentorship. Further evaluation of groups that were more positively affected by their UGME anatomy training is warranted.

scholarly journals Teachers' Opinion Regarding Teacher Evaluation in Undergraduate Medical Education

2017 ◽  
Vol 6 (1) ◽  
pp. 12-18
Author(s):  
Nahid Shahana ◽  
Iffat Ara ◽  
Humayun Kabir Talukder ◽  
Farhana Hussain ◽  
Farhana Alamgir Moony ◽  
...  
Keyword(s):  
Medical Education ◽  
Teacher Evaluation ◽  
Undergraduate Medical Education ◽  
Evaluation System ◽  
Assistant Professor ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Medical College ◽  
Professor Level

This descriptive type of cross-sectional study was conducted to find out the teachers' opinion about teacher evaluation in undergraduate medical education at two government and three non-government medical colleges in Dhaka city by convenience sampling. 30 teachers were participated and they were from Assistant Professor to Professor Level. Teachers gave their opinion about potential use, facilities, barriers and factors affecting the implementation of teacher evaluation through in-depth interview. Majority of teachers opined that a well developed teacher evaluation system is a must in undergraduate medical education. It is strongly felt by the participant teachers that teacher evaluation has presently become very much essential against the backdrop of continuous changing of curriculum, technology, teaching styles, pattern of society, disease demography etc. Teachers agreed that it can improve teaching ability and protect students from incompetent teachers. Most of the teachers agreed about the necessity of student involvement in the teacher evaluation programme. Problem if arise can be resolved by implementing teacher evaluation with the help of a precise or proper guideline from policy level. Study recommended that teacher evaluation should start from undergraduate medical college. Study also mentioned that teachers' classroom performance and relationship with students should be used as parameters of teacher evaluation. In conclusion it can be said that without teacher evaluation there is no way for quality improvement of teacher and undergraduate medical education.Bangladesh Journal of Medical Education Vol.6(1) 2015: 12-18

scholarly journals Teachers’ view about the current situation of e-learning practice in undergraduate medical education of Bangladesh

2020 ◽  
Vol 11 (1) ◽  
pp. 12-16
Author(s):  
MAS Talukder ◽  
Md Humayun Kabir Talukder ◽  
MR Pervin ◽  
MFH Talukder ◽  
TT Tapu
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Teaching And Learning ◽  
Current Situation ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Adequate Knowledge ◽  
Teachers And Students ◽  
E Learning ◽  
Medical Colleges

Background: E-learning or electronic learning is increasingly used as a complement to traditional classes in undergraduate medical education. E-Learning become more popular, because they allow saving time of teachers and students, reduce costs of teaching and learning materials and improve classroom as well as medical colleges’ educational environment.   Objectives: This descriptive cross sectional survey was driven to explore teachers’ view about the current situation of e-learning practice in undergraduate medical education of Bangladesh. Methods: From all four phases, total 172 teachers of randomly selected eight medical colleges of Bangladesh were respondents of this study to seek information regarding the current situation of e-learning practice in undergraduate medical education, between the period of July 2018 to June 2019 with a pretested self-administered questionnaire. Results: In this study 68 (39.5%) were male and 104 (60.5%) were female teachers.  Fifty-two point three percent (52.3%) teachers agreed that they strongly awared of e-learning, 87.8% teachers had personal computers/laptops, 99.4% teachers had personal smartphones, and 98.8% teachers had personal e-mail addresses. Fifty-three percent (53%) teachers agreed that they have adequate knowledge and skill in information and communication technology (ICT). Forty-four percent (44%) teachers disagreed that they were interact with students and 49.5% teachers agreed that they interacted with peer and colleague by using social media in their medical colleges. Conclusion: Teachers are aware of e-learning and they practiced it in personal level without collaboration of the medical colleges. It is essential to provide e-learning facilities in medical colleges for improvement of undergraduate medical education. Bangladesh Journal of Medical Education Vol.11(1) 2020: 12-16

scholarly journals Competencies Learned by the Students through Ambulatory Care Teaching In Undergraduate Medical Education in Gynaecology & Obstetrics in Different Medical Colleges of Bangladesh: Interns' and Teachers' view

2018 ◽  
Vol 9 (1) ◽  
pp. 18-20
Author(s):  
Iffat Ara ◽  
Md Humayun Kabir Talukder ◽  
Tahmina Nargis
Keyword(s):  
Medical Education ◽  
Ambulatory Care ◽  
Undergraduate Medical Education ◽  
Teaching And Learning ◽  
Pelvic Mass ◽  
Pregnant Patient ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Care Teaching ◽  
Medical Colleges

This descriptive cross sectional study was carried out to assess the competencies learned by the students through ambulatory care teaching according to teachers' and interns' view in the undergraduate medical education in Gynaecology and Obstetrics in the medical colleges of Bangladesh. Study was conducted on nine medical colleges including five Public medical colleges and four Private medical colleges. Total 58 teachers & 567 interns participated in the study, and Separate self-administered semi structured questionnaire were used to collect their valuable opinions. Most of the teachers mentioned that through ambulatory care teaching students are taught: to greet a patient on arrival; to take history; to take consent before examining a patient; to maintain privacy during examining a patient; to do general examination of a patient; to examine a pregnant patient Most of the interns mentioned that through ambulatory care teaching the competencies learned by the students are: taking history, maintaining confidentiality, maintain privacy during examination, examining a pelvic mass, interpreting investigation reports, making provisional diagnosis. Students also observed the procedure of VIA test, and steps of PAP's test. The study recommends that all clinical teachers should have clear knowledge about ambulatory care teaching & every institute should foster feasible teaching and learning environment.Bangladesh Journal of Medical Education Vol.9(1) 2018: 18-20

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